In an online environment, students can learn independently and flexibly. Motivation and emotional control are the critical factors that influence learning. Therefore, applying selfregulation learning strategies may assist students to remain proactive in the online learning environment. Self-regulation is a holistic learning strategy to understand how students regulate their learning from the perspectives of cognitive, metacognitive, behavioural, motivational and emotional or affective. This study aimed to examine how motivation beliefs and self-regulation learning strategies affect learning, and the relationships between motivation beliefs and self-regulation learning strategies. A sample of 155 students obtained by purposive sampling from a university in Malaysia participated in this quantitative study. The study used a questionnaire with five-point Likert scales as the instrument. The results indicated that students sometimes had self-efficacy and very often had the intrinsic value online language learning environment, but they very often had test anxiety. Besides, they very often used cognitive strategies to facilitate their learning, but sometimes applied selfregulation in the online language learning environment There was a significantly strong relationship between motivation beliefs and self-regulation learning. The outcomes of the survey suggest that the instructor might redesign the instruction and assist students in selfregulation learning process.
Global communication has become narrower and simpler and resulted to the increased demand of foreign language learning. Due to this, more effort has been taken up especially in tertiary level to further improve learning experience in line with the increasing demand and needs of learners in learning. More suitable digital materials are needed and Augmented Reality (AR) is seen able to be utilized. However, AR uses and how it complies to certain principles of language teaching and learning have become a concern. Therefore, this paper attempts to identify the needs of learners in AR learning environment as well as identifying the features required in the content and design of AR application for Mandarin vocabulary learning. This quantitative research involves 320 purposely selected respondents and utilizes a set of survey questionnaire comprises of three parts. The findings, based on descriptive analysis, show that high majority of learners are very positive about the statements in the questionnaire especially in the design aspects with some exceptions in the perceived ease of use, usefulness and intention of use categories. These findings are useful in providing clearer needs of the learners and design requirements in learning Mandarin vocabulary using AR.
The application of podcast in foreign language learning is still in the early stages and lack empirical exploration to support its use. Learners' acceptance of podcast as a learning tool remains unclear. In this study, an attempt was made to gauge the perception of students towards (a) the podcast content and design, and (b) the benefits of using podcast in language learning. We collected data from 23 indigenous (Malay) undergraduates who were learning Mandarin as a foreign language in a public university in Malaysia. The results of this study indicate that the learners showed positive perception towards using podcast as a supplementary learning tool in learning Mandarin. Further studies on the use of podcast to provide more empirical evidence that will hopefully fill the research gaps are encouraged. This article recommends that teachers investigate their students' needs and learning motivation before they produce any podcast.
The COVID-19 pandemic has caused a widespread shift toward online Mandarin language teaching and learning. In this new educational landscape, ensuring consistent engagement from learners is crucial, particularly for indigenous (Orang Asli) students who lack the necessary equipment. To enhance online education, we must study forms of engagement, especially for indigenous (Orang Asli) students, and identify their preferred mode of engagement. The purpose of this study is to assess the level of participation among indigenous (Orang Asli) students in online learning. To collect quantitative data, a set of 24 questionnaire items adapted from Martin & Bollinger (2018) was administered to indigenous (Orang Asli) students residing in a welfare home in the Klang Valley. Additionally, a semistructured interview was employed to investigate potential factors that could impact the online participation of indigenous students. The study revealed that collaborative efforts with peers in the same group were the most well-received learner-to-learner interactions, whereas a supportive classroom community positively impacted student engagement. The study's results have significant implications for educators, particularly when teaching the Mandarin language to indigenous (Orang Asli) students. Simultaneously, the findings carry substantial consequences for indigenous (Orang Asli) learners who hope to increase their engagement in online education.
Mandarin has a discrepancy between the phonological structure and orthographic features. Therefore, it is challenging for non-native speakers to master it. As a result, a delayedcharacter introduction (DCI) approach which is known as pinyin is used in Universiti Teknologi MARA (UiTM) to assist beginner students in learning Mandarin. Various studies have been conducted to determine which learning strategies students prefer and will help them to master the learning of Mandarin. Besides, such research outcome becomes a guideline for lecturers to design suitable teaching and learning strategies. The main objective of this research is to investigate how students can learn Mandarin successfully especially using learning strategies known as graphic organisers. The quantitative method using a questionnaire was employed on 119 students who enrolled in Elementary Mandarin 1 at UiTM. The findings based on mean and standard deviation scores indicate that the majority of students agreed that graphic organisers help them to learn Mandarin. Graphics/ images and audios are easier to understand than information (words) and obtain higher scores with a mean of 3.91 and SD=1.0. In addition, most of the students use all the learning strategies in learning Mandarin. However, the most often used by students is to speak Mandarin by practicing and cooperating with others (M=4.00, SD=.96).
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